Visibility of eTwinning Projects Group Newsletter no. 5 - July 2015 - Page 55

Visibility of eTwinning Projects Group July 2015 Newsletter -----------------------------------------------------------------------------------------------------Bibliography: Ainscow, M. (1999) Understanding the development of inclusive schools, London, Falmer. Armstrong, F., Armstrong, D. and Barton, L. (1999) (eds) Inclusive education: policy, contexts and comparative perspectives, London, Fulton. Balshaw, M. (1999) Help in the classroom (2nd edition), London, Fulton. Barrow, G. (1998) Disaffection and inclusion: Merton’s mainstream approach to difficult behaviour, Bristol, CSIE. Bearne, E. (1996) Differentiation and diversity in the primary curriculum, London, Routledge. Blair, M. and Bourne, J. with Coffin, C., Creese, A. and Kenner, C. (1999) Making the difference: teaching and learning strategies in successful multiethnic schools, London. Booth, T. and Ainscow, M. (1998) From them to us: an international study of inclusion in education, London, Routledge. Clark, C., Dyson, A. and Millward, A. (eds) (1995) Towards inclusive schools? London, Fulton. Department for Education and Employment (2000) Guidance on the education of children and young people in care, London, DfEE. Epstein, D. (ed) (1998) Failing boys? Issues in gender and achievement, Buckingham, Open University Press. Hopkins, D., and D. Jackson. 2002. Networked learning communities – capacity building, networking and leadership for learning, Cranfield: National College for School Leadership. Rogers, R. (1996) Developing an inclusive policy for your school, Bristol, CSIE Shaw, L. (2001) Learning supporters and inclusion – roles, rewards, concerns and challenges, Bristol, CSIE. Wertheimer, Alison (1997) Inclusive education: a framework for change, Bristol, CSIE. Winter, R. (1989) Learning from experience: principles and practice in action research, London, Falmer. ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ eTwinning, an experience booster by Sandra Macabre I am a teacher of English as a foreign language in the middle school la Canopée in Matoury, French Guiana which is an oversea French Department in South America. I joined the eTwinning platform in November 2011. How did I hear about eTwinning? I discovered about it by surfing the web. I use to surf the web to find about activities or competitions to motivate my pupils. A kind of routine can easily settle down in class if one does not renew his/her activities or does concrete learning situations. Involving in this action seemed obvious not only because I grew with the European construction but because I wanted to offer my pupils the opportunity to broaden their horizons and their minds. We are not far from Guyana (a former British colony) and there is a common border with Suriname (a former Dutch colony) where English is widely spoken, most people think all the pupils are good at English. In fact, some have really a good level. Nevertheless, many pupils think English is difficult to learn, I mean academic English not slang. I want them to consider English as a tool, a mean of communication they can use wherever they go. Everything went so fast. I was lucky to have an experienced partner for the first project I involved in on the first year. At the beginning, I just wanted to exchange about Christmas traditions but my partner from Poland wanted to do a school year long project. So, we did a project about culture and traditions. We did two projects together. She was really helpful! On the first year, I also replied to a search for partners for a Comenius project and I was accepted 55